Health Education - NCM-102 Prelims - PDF

INTRODUCTION NCM-102: HEALTH EDUCATION (PRELIMS) HEALTH AND EDUCATION BOTTOMLINE FACTORS NEEDED IN THE CONDUCT HEALTH OF HEALTH EDUCATION -​ old English word: heal → HAEL...

INTRODUCTION NCM-102: HEALTH EDUCATION (PRELIMS) HEALTH AND EDUCATION BOTTOMLINE FACTORS NEEDED IN THE CONDUCT HEALTH OF HEALTH EDUCATION -​ old English word: heal → HAEL 1.​ SOUND CONVERSATIONAL -​ Means “whole” → concerns with whole person and his/her -​ Phrases or expressions that mimic everyday speech, soundness or well-being making conversations sound natural and spontaneous -​ Person functions as complete entity / unit -​ Phrases convey emotions, tone and attitude, adding -​ DOH/WHO: state of complete emotional (social and flavor to interactions mental; cultural appreciation) and physical well-being Examples: …Greetings to a client; …Expressions; …”awesome, thanks” CULTURAL APPRECIATION - learn and explore a different … greetings and expressions of the vernacular (mother tongue) culture; listen, learn, strive to understand, seek to honor belief 2.​ PROJECT YOUR VOICE and tradition -​ Speaking loudly and clearly ★​ WHO (April 7, 1948): state of complete physical, mental and 3.​ MAKE EYE CONTACT social well-being and not merely the absence or disease or 4.​ PACE YOURSELF infirmity 5.​ GESTICULATE -​ Using expressive hand or body movements to convey 3 TYPES OF DEFINITION OF HEALTH emotions, emphasize points or illustrate ideas while ​ Health is the absence of the disease or impairment speaking or communicating ​ State that allows the individual to cope 6.​ HAVE GOOD POSTURE ​ State of balance between oneself and the environment -​ proper body mechanics 7.​ SPEAK PASSIONATELY EDUCATION -​ Conveying intense enthusiasm, conviction and emotion -​ Process of facilitating learning or acquisition of knowledge through your words, tone and body language -​ Helping people to learn to do things and support them 8.​ USE IM/VA -​ Health Teaching -​ Best: OURSELVES HEALTH EDUCATION PURPOSE OF HEALTH EDUCATION -​ Learning experiences to help individuals and communities Aims to positively influence the health behavior and health improve their health by increasing their knowledge perspectives of individuals and communities for them to develop self-efficacy to adopt healthy lifestyles resulting to healthy DIMENSIONS OF HEALTH: PMES3 communities ​ PHYSICAL HEALTH -​ State of one's body like it's fitness and not being ill IMPORTANCE OF HEALTH EDUCATION ​ MENTAL HEALTH 1.​ Empowers people to decide for themselves the options to -​ Positive sense of purpose and underlying belief in one’s choose to enhance their quality of life – CONSENT own worth (self-esteem) like feeling good and being 2.​ Equips people with knowledge and competencies to able to cope prevent illness, maintain health or apply first aid measures ​ EMOTIONAL HEALTH to prevent complications of premature deaths and improves -​ Ability to express one’s feelings appropriately and to the health status of individuals, families, communities, develop and sustain relationships states and the nation ​ SOCIAL HEALTH 3.​ Enhances the quality of life by promoting healthy lifestyles -​ Support system that is available from family members 4.​ Creates awareness regarding the importance of preventive and friends; “no man is an island” and promotive care thereby avoiding or reducing the costs ​ SPIRITUAL HEALTH involved in medical treatment or hospitalization -​ Recognition of a Supreme Being or Force and ability to put into practice one’s moral principles or beliefs THE LEGAL BASIS OF HEALTH EDUCATION IN THE ​ SEXUAL HEALTH NURSING CURRICULUM -​ Acceptance of an the ability to achieve a satisfactory ★​ The Philippines Nursing Act of 2002 – RA 9173 expression of one’s sexuality -​ Provide health education to individuals, families and communities -​ Teach, guide and supervise students in nursing education -​ Implement programs including the administration of nursing services in varied settings like hospitals, clinics and communities INTRODUCTION NCM-102: HEALTH EDUCATION (PRELIMS) SOME FUNCTIONS OF A HEALTH EDUCATOR ​ Disaster preparedness ​ Assess individual and community needs and capabilities ​ Safety and emergency situation and identify both internal and external resources in the ​ Environmental factors (air quality, water quality, food community sanitation) -​ Better observant = Better assessor / Health educator -​ Ethical aspect: eg. LGBTQ+ member: assessment through TRENDS IMPACTING ON HEALTH CARE communication / conversation 1.​ SOCIAL ​ Plan, develop and coordinate with the different government -​ Demographic trends like aging of the population agencies NGO’s regarding the health education programs requires emphasis on self-reliance and maintenance of -​ NCP (Nursing Care Plan); talk conversational - ↑openness a healthy life status over an extended life span -​ SKILLS + KNOWLEDGE + ATTITUDE (SKA) particularly dealing with degenerative diseases and -​ Application → how you deal with your patient disabilities ​ Do community organizing and outreach programs -​ Lifestyle-related disease which are the major causes of -​ Application of NCP; eg. shy patient → help the patient morbidity and mortality are highly preventable and will relax and be comfortable need more intensive health education efforts ​ Conduct staff training and consult with other health care 2.​ ECONOMIC providers about behavioral, cultural or social barriers to -​ Shift in payer coverage, emphasis on managed care and health (Evaluation) earlier hospital discharge, and the issue on ​ Conduct regular periodic evaluation of health education reimbursement for health services provided require programs (Follow-up) more intensive patient education to allow the patient ​ Make referrals → CI, staff, depends on the problem and his family a more independent, compliant and ​ Develop audio, visual, print and electronic materials to be confident management of care used for training and conduct of health education classes ​ Conduct research work and write scholarly articles 3.​ POLITICAL -​ The Government has formulated national goals and 7 AREAS OF RESPONSIBILITY OF THE HEALTH objectives directed towards the development of EDUCATOR effective health education programs which will create 1.​ Implement and Administer health education strategies, awareness of health risks and encourage the adoption interventions and programs of healthy lifestyles -​ IMPLEMENT: put into action the PLAN (eg. doctor’s order) -​ The role of health education in promotion of health -​ ADMINISTER: refers to the action per se. (adm. medication) health and prevention of illness in containing the cost 2.​ Conduct evaluation and research in relation to health of hospitalization and health care expenses has already education been recognized by politicians and healthcare 3.​ Serve as a health education resource person administrators -​ Give service; health teaching 4.​ Assess individual and community needs for health ON HEALTH ISSUES: BIOLOGICAL, PSYCHOLOGICAL education AND SOCIOLOGICAL ASPECTS OF HEALTH AND 5.​ Plan health education strategies, interventions and DISEASES programs BIOPSYCHOSOCIAL MODEL / BPS 6.​ Communicate and advocate for health and health -​ Introduced by George L. Engel: a psychiatrist at the education University of Rochester (1977) -​ States that human experience of health or illness is greatly EXAMPLES OF ISSUES IN HEALTH EDUCATION affected or determined by the interplay of interrelatedness ​ Emotional health and positive self image of the following factors: ​ Appreciation and care of the human body and its vital organs 1.​ BIOLOGICAL FACTORS ​ Physical fitness -​ Functioning of the different organ systems of the body ​ Health issues of alcohol, tobacco, drug use and abuse and its coping or adaptive mechanisms like immunity ​ Health misconceptions and myth level, genetic susceptibility or predispositions ​ Effects of exercise on the body systems and on general -​ It seeks to explain the cause of illness or disease as a well-being result of the breakdown in the physical or physiological ​ Nutrition and weight control functioning of the body ​ Sexual relationships and sexuality ​ Communicable and degenerative diseases including STD or 2.​ PSYCHOLOGICAL FACTORS STI INTRODUCTION NCM-102: HEALTH EDUCATION (PRELIMS) -​ Perceptions, thoughts, emotions, attitudes and 2.​ USE OF ALTERNATIVE MEDICINE behaviors -​ Consumers use a wide variety of folk practices to -​ How the individual perceives the health threats and promote health and potentially cure diseases. These the state of emotional control, discipline and practices range from the use of: motivation to stay healthy ​ Traditional herbs as medicines “SANTA LUBBY” -​ The factors can cause a biological effect by ​ Meditation predisposing the patient to risk factors and risk-taking ​ Guided imagery behaviors ​ Cultural beliefs -​ Alternative interventions: acupuncture, acupressure, 3.​ SOCIAL FACTORS aromatherapy, yoga, massage therapy -​ Socioeconomic status, cultural beliefs and practices, poverty, technology, environmental influences and 10 DOH APPROVED MEDICINAL PLANTS conditions a.​ Sambong (Blumea balsamifera) -​ Concerned with the individual’s perception of his -​ Urinary stones ability to deal with the health threats or health b.​ Akapulko (Senna / Cassia alata) problems and the barriers posed by the society of the -​ Ringworms and skin fungal infections environment towards the attainment of health and c.​ Niyog-niyogan (Quisqualis indica / Combretum indicum) health lifestyle -​ Ascariasis d.​ Tsaang gubat (Ehretia microphylla / Carmona retusa) ​ BPS states that the disease process is due to the -​ Antispasmodic (diarrheal diseases) combination of all the 3 factors e.​ Ampalaya (Momordica charantia) ​ This is more in consonance with the HOLISm or the Holistic -​ adjunct for non-insulin dependent DM approach to health: done through multidisciplinary f.​ Lagundi (Vitex negundo) approach to healthcare which is being followed by most -​ Cough other countries g.​ Ulasimang bato (Peperomia pellucida) -​ Adjunct for arthritis and gout h.​ Bawang (Allium sativum) -​ Adjunct for hypercholesterolemia i.​ Bayabas (Psidium guajava) -​ Tooth decay and gum infection; antiseptic j.​ Yerba Buena (Mentha cordifolia) -​ analgesic for body aches and pain 3.​ MEDICAL GLOBALIZATION (MEDICAL TOURISM) -​ A person’s totality is affected even if only one factor is -​ Centers of excellence or hospitals and centers with affected (BPS and PMES3 ) world-class facilities or amenities have become one of the foremost tourist attractions in the country. EMERGING TRENDS IN HEALTHCARE -​ The reality that people from other countries/places 1.​ NEW “HEALTHCARE ECONOMICS” obtain services/costs of treatment and medications at -​ Present emphasis on primary care and the continuing a very reasonable and affordable price. development of managed care which advocates the -​ Examples: early discharge of clients from the hospital to reduce ​ BGHMC - tertiary hospital (has specialization) ; healthcare costs and prevent “overtreatment of learning institution patients” which are unethical practices of some ​ Aesthetic surgeries (Thailand) doctors and hospitals ​ IVF (Taiwan) Example: ​ OB ward in government hospitals 4.​ ADVANCES IN MEDICAL TECHNOLOGY -​ 3 days only (Normal delivery) -​ The most current development in managed care is the -​ 1st day → last hour: should be able to sit disease management system, which seeks to improve -​ 2nd day: stand / out of bed patient compliance with optimal health behavior by -​ 3rd day: walk / ambulate promoting proper appointment keeping, ​ Partial assistance only; discharged self-administration of treatments and proper general ​ Malasakit program: zero balance bill health behavior in terms of lifestyle issues. INTRODUCTION NCM-102: HEALTH EDUCATION (PRELIMS) THEORIES IN HEALTH EDUCATION COMPONENTS / CONCEPTS OF HBM 1.​ HEALTH PROMOTION THEORY/MODEL 1.​ PERCEIVED SUSCEPTIBILITY -​ By Nolan J. Pender in 1987 -​ One’s belief of the chances of getting a condition -​ Describes the multidimensional nature of persons as ​ Define and explain the situation/educate they interact within their environment to pursue health theory. 2.​ PERCEIVED SEVERITY -​ One’s belief of how serious a condition and its 3 AREAS OF PENDER’S MODEL consequences are a.​ Individual; characteristics and experiences ​ Specify and describe consequences of the risk and b.​ Behavior-specific cognitions and affect condition c.​ Behavioral outcomes 3.​ PERCEIVED BENEFITS 2.​ SOCIAL COGNITIVE THEORY -​ One’s belief in the efficacy of the advised action to -​ By Albert Bandura reduce risk or seriousness of impact -​ Started as the Social Learning Theory in 1960s and ​ Define action to take-how, where, when developed to SCT in 1986 ​ Clarify the positive effects to be expected -​ Emphasizes the cognitive (personal) aspect of learning ​ Describe evidence of effectiveness which explains human behavior by citing 3 factors which are in continuous interactions resulting in a 4.​ PERCEIVED BARRIERS process of reciprocal determinism or triadic reciprocal -​ One’s belief in the tangible and psychological costs of causality namely: the advised behavior a.​ Personal factors in the form of cognition, affect ​ Identify and reduce barriers through reassurance, and biological events incentives, and assistance b.​ Behavior c.​ Environmental influences 5.​ CUES TO ACTION -​ These are very dynamic relationships where the person -​ Strategies to activate “readiness” can shape the environment as well as the environment ​ Provide how-to information shaping the person. Change is a 2-way or bi-directional. ​ Promote awareness ​ Provide reminders 6.​ SELF-EFFICACY -​ Confidence in one’s ability to take action ​ Provide training or guidance and positive reinforcement 4.​ THE PRECEDE-PROCEED MODEL (BASTABLE) -​ Was based on the epidemiological perspective on health promotion to combat the leading causes of death PRECEDE ​ Predisposing ​ Reinforcing ​ Enabling Contracts in Educational Diagnosis and ​ BOBO DOLL: Experiment on aggression by ALbert Evaluation Bandura -​ This demonstrates that children are able to learn It involves assessing the following factors: through the observation of adult behavior ​ Social Assessment -​ Determining the social problems and needs of a given 3.​ HEALTH BELIEF MODEL population and identify desired results -​ by Rosenstock, Becker et al. -​ a social psychological health behavior change model ​ Epidemiological Assessment developed to explain and predict health-related -​ Identify the health determinants of the identified behaviors, particularly in regard to the uptake of health problems and set priorities and goals services INTRODUCTION NCM-102: HEALTH EDUCATION (PRELIMS) ​ Ecological Assessment -​ It is sometimes used interchangeably with teaching. -​ Analyze behavioral and environmental determinants that predispose, reinforce and enable the behaviors LEARNING and lifesty;es are identified -​ A change in behavior (SKA) that can occur at anytime or in ​ Implementation of interventions any place as a result of exposure to environmental stimuli -​ An action by which SKA are consciously or unconsciously PROCEED acquired and behavior is altered which can be seen or ​ Policy observed ​ Regulatory and ​ Organizational PATIENT EDUCATION -​ A process of assisting people to learn health-related ​ Constructs in behaviors (SKA + Values) which can be incorporated into ​ Educational and their everyday lives. ​ Environmental ​ Development STAFF EDUCATION -​ The Health Educator need to be knowledgeable about the It involves the identification of desired outcomes and principles of teaching and learning program implementation: -​ Instead of the “teacher teaching”, the paradigm has shifted ​ Implementation to focus on the “learner learning” -​ Design intervention, assess availability of resources -​ Hence, the nurse needs to know not only the subject matter and implement program but also her role in the teaching-learning process and the ​ Process Evaluation nature of the learner. -​ Determine if the program is reaching the targeted population and achieving desired goals. 3 PILLARS OF THE TEACHING-LEARNING PROCESS ​ Impact Evaluation 1.​ Teacher – teacher factor -​ Evaluate the change in behavior 2.​ Learner – skills, knowledge and attitude ​ Outcome Evaluation 3.​ Subject – matter-relevance -​ Identify if there is a decrease in the incidence or prevalence of the identified negative behavior or an COMPARISON ON THE NP AND THE EP SIMILARITIES increase in identify positive behavior -​ Both consists of the basic elements of AP(Im)E -​ They are logical, scientifically-based frameworks for nursing THE EDUCATION PROCESS process providing for rational basis for nursing practice -​ A systematic, sequential, planned course of action with rather than an intuitive one teaching and learning as its two major interdependent -​ Both are methods for monitoring and judging the overall functions and the teacher and learner as the key players quality of nursing interventions based on objective data and involved scientific data TEACHING -​ A deliberate intervention involving the planning and DIFFERENCES BETWEEN NP AND EP ​ NP focuses on planning and implementation of care based implementation of instructional activities and experiences on assessment and diagnosis of the patient’s physical and to meet the intended learner outcomes based on the psychological needs teaching plan ​ EP identifies instructional content and methods based on ​ Teaching (noun) assessment of the client’s learning needs, readiness to learn -​ The occupation, profession, or work of a teacher and learning styles -​ Ideas or principles taught by an authority. ‘The teachings of the Bible” BASIS OF OUTCOMES NP → the physical and psychosocial needs of the client are met ​ Teaching (adjective) EP → when changes in knowledge, attitudes and skills occur -​ Engagement with learners to enable their understanding and application of knowledge, concepts “The role of the educator is not primarily to teach, but to promote and processes learning and provide for an environment conducive to learning-to create a teachable moment rather than just waiting for it to happen” INSTRUCTION (Wagner and Ash) -​ One aspect of teaching which involves communicating information about a specific skill (cognitive, affective or psychomotor) INTRODUCTION NCM-102: HEALTH EDUCATION (PRELIMS) ASSURE MODEL as EP Paradigm -​ The ASSURE model is a guide to assist teachers in making IM. it is an acronym which stands for: ​ Analyze the learner; identify who your learners are based on: 1.​ General Characteristics: age, sex, grade level, culture etc. 2.​ Specific Learning Competencies like SKA regarding the topic 3.​ Learning Styles which refer to perceptual preferences and strengths like visual, auditory, tactile and kinesthetic ​ State the objectives using SMART (Specific, Measurable, Attainable, Realistic and TIme-bound) based on the course syllabus ​ Select the instructional media and materials by designing, revising or making new materials ​ Use the instructional materials/media by: 1.​ Reviewing and practicing the materials and maximizing the use of it 2.​ Presenting the materials using your skills and teaching styles ​ Require learner participation by preparing activities that will encourage students to respond and actively participate; the teacher should give appropriate feedback to the student’s responses ​ Evaluate and revise